英语教案格式模板范文

英语教案格式模板范文英语教案格式模板范文【篇一：全英文英语教案模板】lesson plannsefc module2 unit reading in teacher:period：period1 type：readingduration: 45minutesteaching ideologythe current theory view reading as a interactive process which involves not only the printed page but also the reader’s old knowledge of the language in general, the world and the text types. in the reading process, these factors interact with each other and compensate for each other. based on the understanding of reading as an interactive process, teaching reading in the classroom is divided into three stages in which the top-down and bottom-up techniques integrated to develop the students language efficiency in general and reading strategies. the three stages are pre-reading, while-reading and post-reading.teaching material and learning conditionthe analysis of teaching materialthe teaching material is the reading part from nsefc module2 unit. the topic of this unit is . this passage mainly introduces the passage consists of paragraphs. the first paragraph is a general introduction of the . para.2 to para.4 introduces . the last paragraph tells about . the topic is not new to the ss. but there is some new words and phases in the passage.the analysis of learning conditionthe students are from grade1 in senior high school. as high school students, they have achieved certain english level and they have the ability to get the basic idea of the reading. since they are in grade1, they are easily activated and want to air their own opinions on the topic. they are familiar with the topic of and know some. but they may not know before. moreover, their vocabulary is limited so they may have difficulties in understanding some sentences.learning objectives1. language skills? at the beginning of the class, ss can predict the content of the passage based on the title. ? ss can scan the passage and find out the specific information such as the person related with? ss can summarize the passage with the help of the clues of the passage.2. language knowledge? ss can master the key words and phrases of the passage as follows, . ? ss can learn , especially3. affects? ss will realize that and they will concern themselves with the issue of4. cultural awareness? ss will broaden their minds by knowing something about5. learning strategies? ss will cultivate their ability individual learning and cooperative learning by doing someactivities independently and some in groups.? ss will communicate with each other in english while doing the group work.language difficultiesfocuses and anticipatedlanguage focusesthis is a reading period so the focus is to cultivate the students’ reading skills. the many activities are designed to help ss to train their reading skills, such as predicting, skimming, scanning and summarizing.it is also important for the ss to master the new words and phrases.anticipated difficultiesas the ss have a limited vocabulary, so they may have some difficulties in understanding the passage. so the teacher will help them learn the new words and phrases.ss may did not heard before, so the teacher will tell them some background knowledge about it.teaching methodthree-stage model: based on the understanding of reading as an interactive process, teaching reading in the classroom is divided into three stages in which the top-down and bottom-up techniques integrated to develop the students language efficiency in general and reading strategies. the three stages are pre-reading, while-reading and post-reading.teaching aidsmultimedia devices and ppt documents: in order to help ss to fully understand the whole passage, i adopt multimedia devices and ppt documents to bring the real-life situation into the classroom.teaching proceduresstep1. lead-in (6min)activity1. greetings and free-talking (2min)t leads into the topic by asking ss some they know. ss tell the name of the they know freely.t: hello boys and girls. (ss say hello to the teacher.)t: when we say , what appears in your minds? (ss tell the things appear in their minds freely.) t: what are the ? (ss tell some names of .)activity2. picture-talking (4min)t shows some pictures about the in china and abroad. after seeing the pictures, ss are expected to tell the similarities of them.t: just now, you talk about some in china. no w, let’s see some pictures of some . (t shows the pictures and ss see them carefully.)t: what do the have in common？for example, they are very precious. what are your opinions?(t gives them some hints and ss tell the characteristics of )[aims]? in this step, t first leads in the topic by talking with the ss freely about the whichis familiar to them and then ss see some pictures and tell the characteristics. these two activities aim to arouse the ss’ interests in the topic and activate their old knowledge of . then ss will be mentally prepared for the reading comprehension. what’s more,when they are talking about the charateristics of, they will realize that theare rare and precious and they will concern themselves with the issue of .step2. pre-reading (3min)activity1. knowing something about (1min)t gives a brief introduction of the. ss will know the t: today, we are going to learn . it is . do you know what is? (t shows some pictures ofand ss get to know the .)activity2. predicting (2min)t asks ss to read the title of the passage and then ask them some questions. ss will predict the content of the passage with the help of the title.t: please look at the title “”, what does “” mean?(if the ss can not give the answer, then t explain it.)t: in search means that people are looking for it. why are people looking for it? can you guess? what will the passage talk about?(ss predict the content, but t will not give the answer here.) [aims]in this step, the ss first know some information of the ; the background information will make it easier for the ss to understand the passage. then t asks ss to make predictions about the passage. it aims to help ss develop the reading skills of predicting.step3. while-reading (22min)activity1. skimming (4min)ss skim the whole passage and find out and check their predictions. t: why are people still ? here is a multiple choice for you.activity2. scanning (3min)t presents several true or false statements and asks the ss to scan the passage and judge the right from the wrong.(keys: Ｆ，Ｆ，Ｔ，Ｔ，Ｆ)activity3 close-reading (15min)t designs various kinds of activities and ss do the activities to fully understand the passage. para.1t: please read para.1 carefully and then take some note about the .para.2-4please read para.2-4 carefully and then find out the removal of the room.please read para.2-4 carefully and then find out the person related with the amber room and the things them down with it. para.5please read para.5 carefully and then find out the the rebuilding of the amber room.【篇二：初中英语教学设计模板】初中英语教学设计模板【篇三：初中英语教案(格式规范版)】云南省教师资格认定考试教育教学能力测试教学方案姓名：张俊利资格种类：初中教师资格任教科目：英语《what’s the highest mountain in the world?》teaching plan[the basic information]1.subject：english2.topic：what’s the highest mountain in the world?3.class：grade 84.the teacher：zhang junli5. type of lesson：new lesson6. theaching hour：one class hour7.teaching aid：multi-media[teaching objectives]1. knowledge objectivenew words : qomolangma,the nile, the caspian sea, the sahara ,square, kilometer ,desert ,populationphrases: in size,in the word, meters deep/long/high,as...as, the biggest population. sentence: what’s the highest mountain in the world?how long is qomolangma?it’s 8,844.43 meters high. it’s higher than any other mountain. which is the deepest salt lake in the world? the caspian sea is the deepest of all the salt lake.did you know that china is one of the oldest countries in the world? yes, i did. it’s much older than the us.2. ability objectivelet the students can understand and talk about the topic of geography and natural. master the usage of the comparative and superlative. 3. emotion objectiveto cultivate the students love the nature, make them have the consciousness of protecting the environment.[teaching main and difficult points]1. teaching main pointsuse comparative and superlative forms of adjective and adverbs 2. teaching difficult points1talk about the geography and nature using comparative and superlative forms of adjective and adverbs.the contrast between the object.[teaching methods][teaching procedures]step1.leading-in1. watch the photos and talk about them “howbig/high/long/big is …?’ and help the students to answer:it’s …meters/kilometers/cm big/high/long/big. 2. look these photos and practice the dialogue: e.g. a: how high is qomolangma?b: it’s 8,844 meters high.step 2. match the facts you know. practice in pairs using the information in 1a.step 3 explaination…8,844 meters high.8,844米高… meters high (long,wide…) ……米高（长,宽……)。